Cubic Volume Applet
Curator: Robert Millett
This is very basic applet which visually shows the concept of using cubic units to measure the volume of a rectangular solid
Grade Level: 5-6
PSSM Content Standard: Measurement
CCSSM Content Standard: 5.MD.C, 6.G.A.2
Math Content: Volume
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
The user is learning about what it means to find the volume of a solid. This is a tool emphasizing relational understanding
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
The tool provides a visual experience for finding the volume of a solid by moving cubes to fill a rectangular solid. The user should already understand what a cube is and a rectangular solid.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The tool provides a visual for seeing what it means to find the volume of an object. The disadvantage of the technology is that it only provides one shape to fill and the shape is only one unit deep. The technology provides a simple way to show the concpet of volume rather than drawing or using a lot of manipulatives.
How does it fit within existing school curriculum? (e.g., is it intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
The tool should be used to enhance the curriculum for learning/teaching volume.
How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology/activity support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder?)
The technology can be used individually or be used to start discussions in groups. The applet does not provide much collaboration because it is such a simple tool.
How are important differences among learners taken into account?
This tool only provides a visual aspect for learning volume.
What do teachers and learners need to know? What demands are placed on teachers and other "users"? What knowledge is needed? What knowledge supports does the innovation provide (e.g., skills in using particular kinds of technology)?
The teacher needs to know how to use this applet to support the curriculum. The simplicity of the applet means if the teacher wants to use the applet for anything beyond just a visual representation of volume then the teacher will need to supplement the applet with discussion/reflection questions. The student will need to understand what a cube is.
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